Experiências e vivências no curso de pedagogia: repercussões nas reflexões de estudantes acerca da identidade profissional

Abstract

This article aims to analyze the repercussions of initial teacher education on reflections regarding the pedagogue’s professional identity, based on the university experiences and lived experiences reported by students in the Pedagogy degree program at the Federal University of Rio Grande do Norte. The theoretical framework is grounded in Historical-Cultural Psychology and on authors who discuss teacher education and the concept of professional identity. The methodology is qualitative and is based in the principles of collaborative research, which inspired the formation of one reflective group with students from the Pedagogy degree program. The results show that the experiences and lived experiences gained from the Pedagogy program and, more specifically, from its curricular components, promotes reflections on the pedagogue’s professional identity in relation to teaching, while also revealing the complexities inherent in the university context and in initial teacher education. It is concluded that the experiences and lived experiences on the initial teacher education have enabled the existence of different ways of conceiving and reflecting on the professional identity of educators, sometimes distancing itself from, and sometimes drawing closer to, critical and broader perspectives on the processes of human development and learning.